Collaborative learning and physical education pedagogy in children with autistic traits
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Published:
Dec 20, 2024
Keywords:
Collaborative learning, pedagogy, physical education, autism.
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Abstract
Introduction. Autism Spectrum Disorder (ASD) presents challenges in Physical Education due to difficulties in social interaction, motor skills and communication. Objective. To demonstrate the impact of collaborative learning on the dimensions of the PEA teaching-learning process in Physical Education classes. Methodology. A mixed sequential explanatory design was used, with a quantitative pre-experimental approach and a qualitative phenomenological analysis. Twenty-nine children participated (27 without special educational needs (SEN) and 2 with ASD), assessed on five dimensions of the PEA (social interaction, motor performance, cognition, inclusion, and teaching role) using a validated form (α=0.868). Data was analyzed statistically and by thematic analysis of interviews. Results. Significant improvements were found in all dimensions assessed (p≤0.05). Students with ASD showed progress in social interaction and inclusion, reflecting greater willingness to collaborate and sense of belonging. In motor performance and cognition, group activities facilitated their learning and adaptation. The role of the teacher was key in mediating, adapting activities and reinforcing positive behaviors. Conclusion. Collaborative learning is an inclusive and effective methodology that improves social, motor, and cognitive skills, promotes group cohesion, and reduces inequalities in ASP. These findings highlight the importance of the teacher as a mediator and validate collaborative learning as an essential tool in inclusive pedagogy. General Area of Study: Psych pedagogy. Specific area of study: Physical Education. Type of study: Original articles.
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Aguas Liquinchana, M. G., & Taro, J. (2024). Collaborative learning and physical education pedagogy in children with autistic traits. ConcienciaDigital, 7(4.1), 62-84. https://doi.org/10.33262/concienciadigital.v7i4.1.3267
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References
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Mesurado, B., Resett, S., Tezón, M., & Vanney, C. (2021). ¿Las emociones positivas te hacen más prosocial? Efectos directos e indirectos de un programa de intervención en la pro socialidad en adolescentes colombianos durante el aislamiento social debido al COVID-19. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.710037
Mogavero, M., & Hsu, K. (2020). Dating and courtship behaviors among those with autism spectrum disorder. Sexuality and Disability, 38, 355-364. https://doi.org/10.1007/S11195-019-09565-8
Morie, K., Jackson, S., Zhai, Z., Potenza, M., & Dritschel, B. (2019). Mood disorders in high-functioning autism: the importance of alexithymia and emotional regulation. Journal of Autism and Developmental Disorders, 49, 2935 - 2945. https://doi.org/10.1007/s10803-019-04020-1
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Parmar, D., Enticott, P., & Albein-Urios, N. (2021). Anodal HD-tDCS for cognitive inflexibility in autism spectrum disorder: A pilot study. Brain Stimulation, 14(5), 1298-1300. https://doi.org/10.1016/j.brs.2021.08.020
Pastor-Cerezuela, G., Fernández-Andrés, M., Sanz‐Cervera, P., & Marín-Suelves, D. (2019). El impacto del procesamiento sensorial en las funciones ejecutivas y cognitivas en niños con trastorno del espectro autista en el contexto escolar. Research in developmental disabilities, 96, 103540. https://doi.org/10.1016/j.ridd.2019.103540
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Ramirez-Melendez, R., Matamoros, E., Hernández, D., Mirabel, J., Sánchez, E., & Escude, N. (2022). Identificación mejorada de emociones faciales en niños con TEA a través de música: un estudio piloto de EEG: A Pilot EEG Study. Brain Sciences, 12(6), 704. https://doi.org/10.3390/brainsci12060704
Sabando Meza, A. E., & Bolívar Chávez, O. E. (2020). La música y su influencia en el desarrollo psicomotor de un niño autista (tea) de la Unidad Educativa Jean Piaget de la ciudad de Portoviejo. Revista Cognosis. 5, 95–112. https://doi.org/10.33936/cognosis.v5i0.2775
Simões-Silva, V., Marques, A., Pinho, C., Pereira, D. G., Oliveira, J. F., & Barros, M. L. (2022). Gamification applied to autism spectrum disorder. In A. Marques & R. Queirós (Eds.), Digital Therapies in Psychosocial Rehabilitation and Mental Health (pp. 163-186). IGI Global Scientific Publishing. https://doi.org/10.4018/978-1-7998-8634-1.ch008
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Tárraga-Mínguez, R., & Sanz-Cervera, P. (2018). ¿Qué estrategias de intervención funcionan en la educación de los niños con trastorno del espectro autista? Revisión de evidencias en la literatura científica. ReiDoCrea: Revista Electrónica de Investigación Docencia Creativa. 7, 22, 279-987. https://doi.org/10.30827/digibug.54134
Thorén, A., Quennerstedt, M., & Maivorsdotter, N. (2020). What physical education becomes when pupils with neurodevelopmental disorders are integrated: a transactional understanding. Physical Education and Sport Pedagogy, 26, 578-592. https://doi.org/10.1080/17408989.2020.1834525
Valverde-Esteve, T., Salvador-Garcia, C., Gil-Gómez, J., & Maravé-Vivas, M. (2021). Sustainable service-learning in physical education teacher education: examining postural control to promote asd children’s well-being. International Journal of Environmental Research and Public Health, 18(10), 5216. https://doi.org/10.3390/ijerph18105216
Vincent, A., Da Fonseca, D., Baumstarck, K., Charvin, I., Alcaraz-Mor, R., & Lehucher-Michel, M. (2020). The quality of life and the future of young adults with Asperger syndrome. Disability and Rehabilitation, 42, 1987 - 1994. https://doi.org/10.1080/09638288.2018.1544297
Yu, Y., Ozonoff, S., & Miller, M. (2024). Assessment of autism spectrum disorder. Assessment, 31(1), 24-41. https://doi.org/10.1177/10731911231173089
Zampella, C., Wang, L., Haley, M., Hutchinson, A., & De Marchena, A. (2021). Motor skill differences in autism spectrum disorder: a clinically focused review. Current Psychiatry Reports, 23 (64). https://doi.org/10.1007/s11920-021-01280-6
Zhou, T., Wang, H., & Li, D. (2023). Focusing on the value of cooperative learning in physical education: a bibliometric analysis. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1300986
Araújo, C. H. D., & Menezes, D. B. (2022). Mathematical proof and epistemological obstacles: Assumptions of the methodological teaching proposal of the Fedathi sequence. International Electronic Journal of Mathematics Education, 17(4), em0707. https://doi.org/10.29333/iejme/12315
Bedrossian, L. (2023). Understand ASD differences in women for accurate referral, diagnosis, accommodations. Student Affairs Today. 26(7), 3-7. https://doi.org/10.1002/say.31294
Callado, C. V. (2015). Cooperative learning in Physical Education: the state of the question and intervention proposal). Retos, 28, 234–239. https://doi.org/10.47197/retos.v0i28.35533
Chester, M., Richdale, A., & McGillivray, J. (2019). Group-based social skills training with play for children on the autism spectrum. Journal of Autism and Developmental Disorders, 49, 2231 - 2242. https://doi.org/10.1007/s10803-019-03892-7
Chiva-Bartoll, Ó., Maravé-Vivas, M., Salvador-García, C., & Valverde-Esteve, T. (2021). Impacto de un programa de aprendizaje-servicio en educación física en niños con TEA: un enfoque de métodos mixtos. Children and Youth Services Review. 126, 106008, 1-12. https://doi.org/10.1016/J.CHILDYOUTH.2021.106008
Crowell, J., Keluskar, J., & Gorecki, A. (2019). Parenting behavior and the development of children with autism spectrum disorder. Comprehensive psychiatry, 90, 21-29. https://doi.org/10.1016/j.comppsych.2018.11.007
Daisy, A. (2021). La inteligencia emocional como un augur de las secuelas sociales en adultos con síndrome de Asperger. IntechOpen eBooks. https://doi.org/10.5772/intechopen.99163
Fernandes, A., Souto, D., De Sousa, R., Clutterbuck, G., Wright, F., De Souza, M., Ferreira, L., Rodríguez, A., Camargos, A., & Leite, H. (2023). Estrellas del deporte en Brasil para niños con trastorno del espectro autista: protocolo de un ensayo controlado aleatorio de viabilidad. PLOS ONE, 18. https://doi.org/10.1371/journal.pone.0291488
Fernandez-Río, J., Calderón, A., Hortigüela Alcalá, D., Pérez-Pueyo, Ángel, & Aznar Cebamanos, M. (2016). Modelos pedagógicos en educación física: consideraciones teórico-prácticas para docentes. Revista Española de Educación Física y Deportes, (413),55–75. https://doi.org/10.55166/reefd.v0i413.425. https://www.reefd.es/index.php/reefd/article/view/425
Fondacaro, V., Fondacaro, F., & Camilleri, N. (2022). Una exploración cualitativa de las opiniones parentales al comparar deportes individuales con deportes en grupo en niños con trastorno del espectro autista: un estudio piloto. International Journal of Environmental Research and Public Health, 19. https://doi.org/10.3390/ijerph19116906
Latorre Román, P. Ángel, Sánchez Salvador, M., Salas Sánchez, J., & García Pinillos, F. (2019). Low level of physical fitness is an early feature in preschool children with autism. Retos, 35, 348–350. https://doi.org/10.47197/retos.v0i35.58052
Lee, G., He, L., & Xu, S. (2021). Using cooperative physical activities in inclusive settings to enhance social interactions for preschoolers with autism spectrum disorder in China. Journal of Positive Behavior Interventions, 24, 236 - 249. https://doi.org/10.1177/10983007211035135
Markaki, M., Chyta, N., Maggouritsa, G., & Kokaridas, D. (2021). Intervention approaches in physical education in ordinary school to enhance social interaction in a student with autistic spectrum disorder: a case study. European Journal of Special Education Research.7(2), 142-160 https://doi.org/10.46827/ejse.v7i2.3820.
Martí-Vilar, M., Fernández-Gómez, N., Hidalgo-Fuentes, S., González-Sala, F., Merino-Soto, C., & Toledano-Toledano, F. (2023). Intervenciones basadas en teatro en habilidades sociales en el cuidado y tratamiento de personas con trastorno del espectro autista: una revisión sistemática. Sustainability, 15(23), 16480. https://doi.org/10.3390/su152316480
McNamara, S., Healy, S., Bittner, M., & Blagrave, J. (2022). Physical educators’ experiences and perceptions towards teaching autistic children: a mixed methods approach. Sport, Education and Society, 28, 522 - 535. https://doi.org/10.1080/13573322.2022.2052835
Mesurado, B., Resett, S., Tezón, M., & Vanney, C. (2021). ¿Las emociones positivas te hacen más prosocial? Efectos directos e indirectos de un programa de intervención en la pro socialidad en adolescentes colombianos durante el aislamiento social debido al COVID-19. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.710037
Mogavero, M., & Hsu, K. (2020). Dating and courtship behaviors among those with autism spectrum disorder. Sexuality and Disability, 38, 355-364. https://doi.org/10.1007/S11195-019-09565-8
Morie, K., Jackson, S., Zhai, Z., Potenza, M., & Dritschel, B. (2019). Mood disorders in high-functioning autism: the importance of alexithymia and emotional regulation. Journal of Autism and Developmental Disorders, 49, 2935 - 2945. https://doi.org/10.1007/s10803-019-04020-1
Morrel, J., Singapuri, K., Landa, R., & Reetzke, R. (2023). Neural correlates and predictors of speech and language development in infants at elevated likelihood for autism: a systematic review. Frontiers in Human Neuroscience, 17, 1-17 https://doi.org/10.3389/fnhum.2023.1211676
Parmar, D., Enticott, P., & Albein-Urios, N. (2021). Anodal HD-tDCS for cognitive inflexibility in autism spectrum disorder: A pilot study. Brain Stimulation, 14(5), 1298-1300. https://doi.org/10.1016/j.brs.2021.08.020
Pastor-Cerezuela, G., Fernández-Andrés, M., Sanz‐Cervera, P., & Marín-Suelves, D. (2019). El impacto del procesamiento sensorial en las funciones ejecutivas y cognitivas en niños con trastorno del espectro autista en el contexto escolar. Research in developmental disabilities, 96, 103540. https://doi.org/10.1016/j.ridd.2019.103540
Peters, W., & Matson, J. (2019). Comparing Rates of Diagnosis Using DSM-IV-TR Versus DSM-5 Criteria for autism spectrum disorder. Journal of Autism and Developmental Disorders, 50, 1898 - 1906. https://doi.org/10.1007/s10803-019-03941-1
Ramirez-Melendez, R., Matamoros, E., Hernández, D., Mirabel, J., Sánchez, E., & Escude, N. (2022). Identificación mejorada de emociones faciales en niños con TEA a través de música: un estudio piloto de EEG: A Pilot EEG Study. Brain Sciences, 12(6), 704. https://doi.org/10.3390/brainsci12060704
Sabando Meza, A. E., & Bolívar Chávez, O. E. (2020). La música y su influencia en el desarrollo psicomotor de un niño autista (tea) de la Unidad Educativa Jean Piaget de la ciudad de Portoviejo. Revista Cognosis. 5, 95–112. https://doi.org/10.33936/cognosis.v5i0.2775
Simões-Silva, V., Marques, A., Pinho, C., Pereira, D. G., Oliveira, J. F., & Barros, M. L. (2022). Gamification applied to autism spectrum disorder. In A. Marques & R. Queirós (Eds.), Digital Therapies in Psychosocial Rehabilitation and Mental Health (pp. 163-186). IGI Global Scientific Publishing. https://doi.org/10.4018/978-1-7998-8634-1.ch008
Stockley, C. (2020). Leaping the hurdles: using an ecological approach to develop physical education for autistic students: an action research study [Tesis de doctorado, University of East London, London, Reino Unido]. https://doi.org/10.15123/UEL.892XQ.
Tárraga-Mínguez, R., & Sanz-Cervera, P. (2018). ¿Qué estrategias de intervención funcionan en la educación de los niños con trastorno del espectro autista? Revisión de evidencias en la literatura científica. ReiDoCrea: Revista Electrónica de Investigación Docencia Creativa. 7, 22, 279-987. https://doi.org/10.30827/digibug.54134
Thorén, A., Quennerstedt, M., & Maivorsdotter, N. (2020). What physical education becomes when pupils with neurodevelopmental disorders are integrated: a transactional understanding. Physical Education and Sport Pedagogy, 26, 578-592. https://doi.org/10.1080/17408989.2020.1834525
Valverde-Esteve, T., Salvador-Garcia, C., Gil-Gómez, J., & Maravé-Vivas, M. (2021). Sustainable service-learning in physical education teacher education: examining postural control to promote asd children’s well-being. International Journal of Environmental Research and Public Health, 18(10), 5216. https://doi.org/10.3390/ijerph18105216
Vincent, A., Da Fonseca, D., Baumstarck, K., Charvin, I., Alcaraz-Mor, R., & Lehucher-Michel, M. (2020). The quality of life and the future of young adults with Asperger syndrome. Disability and Rehabilitation, 42, 1987 - 1994. https://doi.org/10.1080/09638288.2018.1544297
Yu, Y., Ozonoff, S., & Miller, M. (2024). Assessment of autism spectrum disorder. Assessment, 31(1), 24-41. https://doi.org/10.1177/10731911231173089
Zampella, C., Wang, L., Haley, M., Hutchinson, A., & De Marchena, A. (2021). Motor skill differences in autism spectrum disorder: a clinically focused review. Current Psychiatry Reports, 23 (64). https://doi.org/10.1007/s11920-021-01280-6
Zhou, T., Wang, H., & Li, D. (2023). Focusing on the value of cooperative learning in physical education: a bibliometric analysis. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1300986